In recent years, there has been increasing interest in developing a Computer Science curriculum for K-8 students. However, there have been significant barriers to creating and deploying a Computer Science curriculum in many areas, including teacher time and the prioritization of other 21st-century skills. At McMaster University, we have developed both general computer literacy activities and specific programming activities. Integration of these activities is made easy as they each support existing curricular goals. In this paper, we focus on programming in the functional language Elm and the graphics library GraphicSVG. Elm is in the ML (Meta Language) family, with a lean syntax and easy inclusion of Domain Specific Languages. This allows children to start experimenting with GraphicSVG as a language for describing shape, and pick up the core Elm language as they grow in sophistication. Teachers see children making connections between computer graphics and mathematics within the first hour. Graphics are defined declaratively, and support aggregation and transformation, i.e., Algebra. Variables are not needed initially, but are introduced as a time-saving feature, which is immediately accepted. Since variables are declarative, they match students' expectations. Advanced students are also exposed to State by making programs that react to user taps or clicks. The syntax required to do so closely follows the theoretical concepts, making it easy for them to grasp. For each of these concepts, we explain how they fit into the presentations we make to students, like the 5200 children taught in 2016. Finally, we describe ongoing work on a touch-based Elm editor for iPad, which features (1) type highlighting (as opposed to syntax highlighting), (2) preservation of correct syntax and typing across transformations, (3) context information (e.g. displaying parameter names for GraphicSVG functions), and (4) immediate feedback (e.g. restarting animations after every program change).
翻译:近年来,人们越来越有兴趣为K-8学生开发计算机科学课程,然而,在许多领域创建和部署计算机科学课程存在重大障碍,包括教师时间和21世纪其他技能的优先排序。在麦克马斯特大学,我们开发了一般计算机扫盲活动和具体的编程活动。这些活动的整合变得容易,因为它们各自支持现有的课程目标。在本文中,我们侧重于功能语言 Elm 和图形图书馆图形图形SVG的编程。Elm 位于ML(Meta 语言) 家庭,有一个精细的语法,并容易纳入 Domain 特定语言。这让孩子们可以开始实验GimaSVG作为描述形状的一种语言,随着变种的成熟而获取核心的埃姆语言。教师们看到儿童在计算机图形和数学之间在第一小时内进行连接。图形被定义为宣示,支持汇总和变种,例如:Pabal-200。 变量最初不需要,但作为时间节约的功能被引入,这是立即被接受的。由于变量是解释性化的,因此,他们可以将GG作为描述一个简单的语言的文字,他们可以直接的判读。 。最后,他们可以解释进到高级学生的判中,我们要通过直路路路路路路。我们如何显示。我们如何显示。